Original paper
Multiple Approaches for Assessing Within-Day Stability in Teacher-Child Interactions
Abstract
Research Findings: This study employed multiple approaches to examine the stability of teacher–child interaction quality in Chinese preschools. Teacher–child interaction quality was measured using the Classroom Assessment Scoring System (CLASS) on five observational cycles within a school day. Several different metrics of stability were examined: (1) standard deviation; (2) correlation; (3) measurement invariance; (4) mean-level change, and (5)...
Paper Details
Title
Multiple Approaches for Assessing Within-Day Stability in Teacher-Child Interactions
Published Date
May 13, 2020
Volume
32
Issue
4
Pages
553 - 571
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Notes
History